the implementation of radin inten ii’s nationalism
TRANSCRIPT
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TA’DIB, Volume 23 Nomor 2, Desember 2020
The Implementation of Radin Inten II’s Nationalism Resistance Values
within Local History Learning
Surandi*) Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
E-mail: [email protected]
Supardi
Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
E-mail: [email protected]
Johan Setiawan
Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
E-mail: [email protected]
*) Corresponding Author
Abstract: The purposes of this study are to find out: (1) the
implementation of Radin Inten II’s resistance nationalism values
in the learning process; (2) the obstacles experienced by teachers
when implementing Radin Inten II’s resistance nationalism values
in the learning process; (3) the efforts made by teachers in
overcoming obstacles during the implementation of Radin Inten
II’s nationalism values in the learning process. This study used
qualitative approach with the type of case study conducted at
SMAN 1 Kalianda. Data collection techniques consisted of
observation, interviews, and documentary studies. Data analysis
techniques used the model of Miles & Huberman consisting of data
collection, data reduction, data display, and conclusion. The results
show: (1) the implementation of Radin Inten II’s nationalism
resistance values in the process of learning local history was
carried out by compiling a syllabus and implementing learning
plan (RPP) by incorporating local history into Indonesian
historical material which was consisted of planning,
implementation, and evaluation, (2) the obstacles experienced by
teachers included: the ability of teachers during learning process,
students’ attitudes, and time constraints, (3) the efforts made by
the teacher were taking the initiative to instill the values of
nationalism in the resistance of Radin Inten II’s, applying various
models, strategies, methods and singing a national song before
learning.
Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1)
implementasi nilai-nilai nasionalisme perlawanan Radin Inten II
dalam proses pembelajaran, (2) kendala yang dialami oleh guru
saat implementasi nilai-nilai nasionalisme perlawanan Radin
Inten II dalam proses pembelajaran, (3) upaya yang dilakukan guru
dalam mengatasi kendala yang dihadapi saat implementasi nilai-nilai
nasionalisme perlawanan Radin Inten II dalam proses
pembelajaran. Penelitian ini menggunakan pendekatan kualitatif
dengan jenis studi kasus di SMAN 1 Kalianda. Teknik
pengumpulan data terdiri dari observasi, wawancara, dan
dokumentasi. Teknik analisis data menggunakan model Miles &
Huberman yang terdiri dari pengumpulan data, reduksi data,
penyajian data, dan penarikan kesimpulan. Hasil penelitian
menunjukkan: (1) implementasi nilai-nilai nasionalisme
perlawanan Radin Inten II dalam proses pembelajaran sejarah
lokal dilakukan dengan menyusun silabus dan rencana
pelaksana pembelajaran (RPP) dengan memasukkan sejarah
lokal kedalam materi sejarah Indonesia yang terdiri dari
perencanaan, pelaksanaan, dan evaluasi, (2) kendala yang
dialami oleh guru diantaranya: kemampuan guru dalam proses
pembelajaran, sikap siswa, dan adanya keterbatasan waktu, (3)
JURNAL TA’DIB, Vol 23 (2), 2020, (Juli-Desember)
ISSN: 1410-8208 (Print) 2580-2771 (Online) Tersedia online di http://ecampus.iainbatusangkar.ac.id/ojs/index.php/takdib/index
Received: 03-01-2020; Revised: 28-10-2020; Accepted: 02-11-2020; Published: 16-12-2020
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TA’DIB, Volume 23 Nomor 2, Desember 2020
upaya yang dilakukan oleh guru yaitu berinisiatif menanamkan
nilai-nilai nasionalisme dalam perlawanan Radin Inten II,
menerapkan berbagai model, strategi, metode dan menyanyikan
lagu nasional sebelum pembelajaran.
Keywords: Values, nationalism, local history learning
INTRODUCTION
he era of disruption has eroded
nationalism attitudes. It diminishes
the spirit, awareness, and loyalty
stating that a nation is a family and on the
basis of that feeling, the state is formed
(Hoge, 2002). For Indonesian people,
nationalism is a very basic thing because it
has guided and led the Indonesian people in
navigating their lives and experiences. It can
be said that the Indonesian nation is a nation
which is born from the spirit of nationalism
(Fathurahman, 2012). The nationalism
values are important for Indonesian people.
Therefore, it is not surprising if nationalism
values are continuously implemented in all
components of the nation (Noddings, 2002;
Rivers, 2004; Setiawan & Wulandari, 2020;
Skaggs & Bodenhorn, 2006). Nationalism
values which are needed to be instilled in
students including love for the motherland,
self-sacrifice, pride on diverse cultures,
respecting the services of heroes and
accepting diversity (Aman, 2011). The
implementation values of nationalism is
expected to be the provision of the
community to keep the spirit in maintaining
the unity and integrity of the nation
(Onotani, 2012; Pike, 2010; Todosijevic,
2001).
The values of nationalism above can be
grown through the process of learning in
high schools (Agboola & Tsai, 2012; Arthur,
2003; Toraman, 2020), namely through
history learning (Drake & Nelson, 2005;
Katilmis et al., 2011; Sartika, 2016).
Learning history can function as a basis for
the development of national identity (Ulger
et al., 2014), which is one of the main assets
in building our nation at present and in the
future (Novianti, 2017; Stallions & Yeatts,
2003). In history learning, students are able
to develop competencies for thinking (Alper
& Deryakulu, 2016), chronologically and
have past knowledge that can be used to
understand and explain the process of
development and change in society and
sociocultural diversity in order to find and
grow nation’s identity in the midst of world
community life (Agung & Wahyuni, 2013;
Althof & Berkowitz, 2006).
Historical learning material which is used
to foster nationalism values (Kasih et al.,
2017), does not have to be centered only on
Indonesian historical material but it can also
use local historical material (Oguzhan, 2015;
Priamantono et al., 2020; Priyadi, 2012; Tery
et al., 2018), because local history is the
basis for the development of students'
personal, cultural, and social identity
(Dykxhoorn, 2002; Fitzsimons, 2015). A
special advantage possessed by local history
teaching is the ability to bring students into
more realistic situations within their
environment. In other words, it is as if they
are able to break through the boundary
between the school world and the real world
around schools (Romanowski, 2005). The
local history learning material of class XI
used in the effort to implement nationalism
values is a matter of strategy of the
Indonesian nation's resistance to oppose
European colonization (Portuguese, Spanish,
Dutch, English) until the 20th century. The
subject of the 19th century opposition is the
fighting of Kalianda community against
Dutch colonialism with its main character,
Radin Inten II.
Based on observations made on August
6, 2019, one of the senior high schools that
had instilled the values of nationalism in the
history learning process was Kalianda 1
High School. The observed phenomenon was
the history teacher learning activities at
Kalianda 1 High School in instilling
nationalism values. Local historical events in
Kalianda such as the Radin Inten II’s
resistance, were also implemented in the
T
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TA’DIB, Volume 23 Nomor 2, Desember 2020
process of learning Indonesian history.
Hopefully, through the process of learning
local history, students will be able to
develop attitudes of nationalism by taking
real examples that occur in their
environment, so that local history learning
becomes effective in shaping their
nationalism attitudes (Berkowitz & Hoppe,
2009; Milliren & Messer, 2009). History
learning can teach tolerance and strengthen a
sense of nationalism (Kochhar, 2008). The
results of the research conducted by
Syaharuddin et al., (2019) regarding Hassan
Basry's struggle, which contain nationalism
values are very important to be internalized
in history learning. In line with the results of
research was that conducted by Lestari et
al., (2018) regarding the cultivation of
nationalistic values in the struggle of the
Sukorejo people through historical learning.
The implementation of the values of
nationalism contained in the struggle of a
character has a strategic function in ordering
the character of students through history
learning in the classroom.
The purposes of this study were (1) to
determine the implementation of Radin Inten
II’s resistance nationalism values on the
process of learning local history in class XI
students at SMAN 1 Kalianda; (2) to find out
the obstacles experienced by the teacher
when implementing Radin Inten II’s
nationalism resistance values in the process
of learning local history in class XI students
at SMAN 1 Kalianda; and (3) to find out the
efforts made by the teacher in overcoming
obstacles when implementing the Radin
Inten II’s nationalism resistance values in the
process of class XI students’ local history
learning at SMAN 1 Kalianda.
METHOD
This study used qualitative approach for
the type of case study (Sutopo, 2006). Data
sources in this study consisted of teacher and
student as informants, while the documents
consisted of syllabus and lesson plans, and
documentation in the form of photographs to
capture the observed phenomena. Data
collection techniques were carried out by
using three techniques, namely observation,
interviews and documentary studies
(Sugiyono, 2015). Data were validated by
two triangulation techniques, namely source
triangulation and technical triangulation. The
triangulation of sources was done by
interviewing informants who were
considered to have knowledge of the
formulated problems and the technical
triangulation was performed by checking the
same data in different ways, namely through
interviews, observation, and documentation.
Data analysis techniques used the model of
Miles & Huberman., (2007) consisting of data
collection, data reduction, data display, and
conclusion drawing and verification. Here’s
the model image of “Interactive Analysis”:
Picture 1. Interactive Analysis Model from
Miles & Huberman
In the first model of analysis, the data
collected from interviews, observations, and
documentary studies. Data reduction was
performed to classify data from interviews,
observations, and documentary studies.
Display of the data was conducted after the
data reduction process, which was presented
in the form of descriptive text. The next
analysis was drawing conclusions by finding
out the meaning of the data relationships
obtained from interviews, observations, and
documentary studies.
RESULTS AND DISCUSSION
Radin Inten II's Nationalism Resistance
Values Implementation in the Learning
Process of Local History at SMAN 1
Kalianda
Nationalism was an attitude and behavior
that refer to loyalty and service to the nation
and state. Nationalism values were values
which were based on the spirit of nationalism
and were also expected to be a standard of
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TA’DIB, Volume 23 Nomor 2, Desember 2020
citizens' behavior in society, nation and state.
The implementation of nationalism values
was related to history learning. The
implementation of nationalism values in
history learning was based on the 2013
curriculum which hopefully, students would
be more easily understand the purpose of
history learning. This was because the
essence of the material conveyed contained
the values of nationalism in it (Pamental,
2010).
The implementation of nationalism
values could be achieved through the
implementation of historical learning. The
events of Radin Inten II's resistance towards
Dutch’s colonialism contained nationalistic
values, such as love for the motherland,
willingness to sacrifice, pride in diverse
cultures, valuing the heroes’ services, and
pluralism acceptance which could be
explored through the process of learning
history inside classroom (Arlina & Santoso,
2020).
The learning process, especially learning
history was a learning process carried out by
the teacher and the students within a history
subject in class (Munro, 2005), while, the
implementation of nationalism values in
local history learning was the teacher's effort
to instill nationalism values that were around
students' school environment aiming to be
implemented by students in their real life.
a. Planning Stage
If we took a look upon the process of
learning, the implementation of nationalism
values in learning local history included
three stages of activities namely, the stage of
planning, the stage of implementation, and
the stage of evaluation (Creswell, 2015;
Zamroni, 2020). At the planning stage
(Majid, 2013), the teacher created a learning
kit which included a syllabus and a lesson
plan (RPP). The learning implementation
plan was made by the teacher in the hope
that the learning implementation could run
systematically and could achieve the learning
objectives that have been prepared (Lestari et
al., 2018; Warsono & Hariyanto, 2017).
History subjects at SMAN 1 Kalianda
referred to the 2013 curriculum. The history
learning material which was the focus of this
study was the fight of Radin Inten II’s
against Dutch colonization. The material was
in KD 3.2. analyzing the Indonesian
resistance strategy against European
colonization (Portuguese, Spanish, Dutch,
English) until the 20th century, and KD 4.2,
processing the information about Indonesia’s
resistance strategy against European
colonization (Portuguese, Spanish, Dutch,
England) until the 20th century and
presented it in the form of historical stories.
The preparation of lesson plans was
adjusted to the implemented curriculum in
Indonesia and supplemented by curriculum
in schools which were tailored to the
characteristics of each student (Wentzel,
2002). When presenting the material, it was
expected that the teacher gave the real
example that could raise nationalism
awareness in students. The students’
condition in the classroom also influenced
the selection of media, methods and learning
models used in the learning process (Sudjana
& Rivai, 2015). The research took place in
three classes including class XI IPS 1, XI
IPS 2, and XI IPS 3. They were the classes
where researchers conducted observations
and determine teacher’s efforts in
implementing nationalism values of Radin
Inten II’s in the local history learning of
resistance in Researchers conducted research
in the classroom on 13, 20, 27 August 2019.
The research were conducted only on the
three classes included material on the
resistance of the Indonesian people against
European colonization (Portuguese, Spanish,
Dutch, English) until the 20th century.
Preparation of learning in class is as an effort
to implement the values of nationalism in
local history learning. The way in
implementing the Radin Inten II’s
nationalism values based on the history
teacher’s opinion was in accordance with the
proper procedures. However, the teacher
prepared a special record of local history
learning material that would teach about
Radin Inten II’s historical resistance, because
the material had not been included in the
textbook’s discussion material (Harrison,
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2001) or listed in the Indonesian History
Worksheet. The material was still new, both
for teachers and for the students (Interview
on 13 August 2019). Yet the teacher found
zero difficulty in delivering the material,
because the material was still very related to
the existing subject matter. It's just that the
scope of the subject was on the school
environment’s local history (Kagan, 2001).
b. Implementation Stage At the implementation stage, the
nationalism values instilling program was in
the local history learning (Wiriaatmaja,
2002). First, when they were about to start
learning in class, the teacher delivered an
apperception in the form of greetings and
checking students’ attendance and asking the
students to fill the class journals. This
happened in all classes which were parts of
research objects, namely class XI IPS 1, XI
IPS 2, and XI IPS 3, then the teacher
explained the aims and objectives of
learning. When delivering the material, the
teacher started by asking questions to the
students about the forms of popular
resistance against the Dutch colonialism and
the examples of popular resistance known by
the students. There were students who were
quite good but some were not good enough
in responding to the questions asked by the
teacher. Students were asked by the teacher
to explain the findings about the resistance of
any area in Indonesia that made similar
resistance on the Dutch colonialism. The
teacher explained thoroughly the strategies
and forms of resistance of the Indonesian
people against the Dutch colonialism
afterwards.
Related to learning material, the teacher
also explained people's resistance in general
which was first fixed on the worksheet
summary and textbooks owned by students
(O’Sullivan, 2019). Then the teacher asked
the students with: "Does anyone know the
history of popular resistance in Lampung?".
However, many students did not know or
were still confused by these questions. There
were students who knew at the surface, such
as answering "Watermelon areas had been
used as the headquarters of previous
fighters" or "Lampung had been invaded by
the Dutch". After hearing the students’
answer, then the teacher gave a correct
explanation and examples of historical
resistance within the students’ environment,
namely the resistance of Kalianda’s people
against the Dutch colonialism led by Radin
Inten II.
When the learning process took place,
the teacher used participatory learning
methods, in addition to the use of lecture
method. The teacher gave the students an
opportunity to have an opinion related to the
Indonesian people’s resistance against Dutch
colonialism. The students were also quite
active in following the learning conducted by
the teacher, although not all students could
answer the given questions, but the questions
could provoke students to express their
opinions. Students also took note for each
time the teacher explained the learning
material.
When the learning process was still
going on, there were some notes that the
researcher’s observed from the learning
process. First, it was related to the adjusted
time management which was 2 hours or 90
minutes. The use of time in each class
provided the same portion: 10 minutes to
open lessons; 75 minutes for the core
learning, and 5 minutes for the closing.
Second, the history teacher often used
lecturing method, asking and answer session,
and writing summaries on the board. He
revealed "I rarely used PPT, because I used
question and answer method more"
(Interview on 13 August 2019).
Third, was the way teacher motivated
students by connecting learning material
with the mandate that the teacher would
likely to convey. Furthermore, the teacher
also motivated the students that nationalism
values were important. According to the
history teacher, nationalism values were very
important to be applied on the process of
learning local history, especially these days
when the students are easily influenced by
things that are not good. The values of
nationalism could be taken from Radin Inten
II’s resistance events, which included:
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TA’DIB, Volume 23 Nomor 2, Desember 2020
willingness to sacrifice, integrity and unity,
cooperation between students, and proud to
be an Indonesian. Those were the main
spirits of nationalism that needed to be
maintained. To close the lesson, teacher
asked students to sum up the previously
taught learning material, then the teacher told
the students about what material to be
delivered on the upcoming meeting. Last, the
teacher closed the class after greeting the
students.
The implementation of nationalism
values in school’s local history learning was
also inseparable from the strategies used by
the teacher itself (Bohlin, 2005; Tirri, 2009).
This strategy was used to facilitate the
process of implementing nationalism values
in learning local history. The following are
the results of the interviews regarding to the
strategy of implementing nationalism values
in the learning process of Radin Inten II’s
resistance local history. According to the
history teacher, the learning history system
was very clear and led to the formation of an
attitude of nationalism, where the teacher
always provided reinforcement, motivation
that is reminiscent of important events in the
past. In addition, the history teacher gave a
real example of the form of nationalism in
the school environment, by linking the
material of Radin Inten II's resistance to the
subject matter of the Indonesian resistance to
Dutch’s colonialism until the 20th century
(Interview on 20 August 2019). This was
because history was the study of three
dimensions of time, namely past, present and
future lives, so that the students could look
back and appreciate more important events
in the past to be used in learning.
The strategies undertaken by the history
teachers when implementing nationalism
values in local history learning at SMAN 1
Kalianda apart from interviews and
observations, were also supported by the
syllabus and lesson plans for each teacher.
Syllabus and RPP contained learning
material about Indonesian’s resistance to
European colonization (Portuguese, Spanish,
Dutch, English) until the 20th century. It
could be used as a guide for history teachers
in delivering historical material when there
was learning about the values of nationalism.
It was also associated with local history
within school environment, namely the
opposition of Radin Inten II’s to Dutch
colonialism. However, in the implementation
of learning process, some teachers did not
fully comply with the contents of the
syllabus and the lesson plans. Sometimes,
the teacher developed his own material
related to the values of nationalism in the
history learning which was in accordance
with the conditions and needs of the students
in the class. Based on study conducted by the
researchers, the teachers still used lesson
plans in learning history, yet there was not
any material on the implementation of
nationalism values in the local history
learning on the lesson plan so that the
teacher developed his own learning material
related to the local history. It had an aim to
instill the values of nationalism in the local
history material about Radin Inten II’s
resistance to students. Based on the
observations made by the researchers on the
teachers during the teaching and learning
process, the implementation of nationalism
values in learning local history in the
classroom was usually in the form of writing
assignment by explaining historical events in
detail and comprehensively.
Basically, Indonesia’s history recorded
events of Indonesian people resistance that
came from various regions who participated
in the fight against the Dutch colonialism.
Yet, the portion of their studies within this
context was quite small. Therefore, it would
be better if the events of popular resistance
in the area were examined through local
history and conveyed through history
learning as an attempt to bring history lesson
close to students’ environment (Lickona &
Davidson, 2005). Through the help of 2013
curriculum, teachers could improvise
learning including history learning, so that
teachers' efforts to instill nationalism values
in local history could be achieved by
implementing historical learning. The events
of Radin Inten II's resistance towards Dutch
colonialism contained nationalism values
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TA’DIB, Volume 23 Nomor 2, Desember 2020
such as love of the motherland, willingness
to sacrifice, pride in diverse cultures,
respecting the services of heroes, and
accepting pluralism.
If teacher could convey the teaching
material well and be able to provide
examples in the student environment (Parker
et al., 2010) students would find an ease in
understanding teaching material and would
have an overview related to the presented
material. Nationalism values conveyed by
the teacher through the existing real example
in local history of student’s environment,
namely the resistance of Radin Inten II.
Radin Inten II's resistance was actually like
the people's resistance in general, but the
difference lied on the area of resistance and
the figures who contributed on the resistance
against the Dutch invaders. When talking
about popular resistance, it was not only
spoken or explained verbally, but popular
resistance related to character values, namely
nationalism, could be used by the students
as a source of learning since it aimed at
instilling the values of nationalism in
learning of local history of Radin Inten II's
resistance.
Based on the study’s results, the Radin
Inten II’s nationalism values of resistance in
the learning process of local history in class
XI IPS students at SMAN 1 Kalianda has
been well implemented. It could be seen
from some of the students’ answers who
underwent interview process. The students
could cite real examples of nationalism
values application that they had found
previously in their daily lives at school and
at home, including: maintaining the good
name of the school, following the ceremony
seriously, singing the national anthem
(Indonesia Raya) every morning before
starting the lesson, speaking in good and
correct Indonesian, appreciating all the
differences between peers, studying hard to
make achievements, appreciating the
services of heroes, loving domestic products,
and being willing to sacrifice between
fellows (Interview on 27 August 2019).
c. Evaluation/Assesment Stage Based on the results of the research
obtained from the teachers regarding the
evaluation of the implementation of Radin
Inten II’s Nationalism Resistance Values of
Local History Learning Process at Kalianda
1 High School, it was indicated that the
assessment of the learning did not appear to
be an assessment of the values of
nationalism, the lesson plan only included
the assessment techniques: (1) the written
test (essay), (2) the assignment (homework)
, and (3) the observation (observation
sheets: presentation observation sheet, and
discussion observation sheet). Likewise, in
the closing learning activities there was no
specific assessment for the values of
nationalism. It's just listed the teacher’s
carrying out the test assessment and giving
assignments to students. The result of the
interview with the history teacher was: “So
far, I have only conducted assessments by
giving tests, assignments, observations of
student behavior. I have not yet fully
understood how to provide an assessment of
the values of the nationalism of the KH.
Radin Inten II’s struggle which has been
invested in the learning process activities in
the classroom” (Interview on August27,
2019).
The Obstacle Experienced by History
Teacher on the Implementation of Radin
Inten II’s Nationalism Resistance Values
of Local History Learning Process at
Kalianda 1 High School
The cultivation of nationalism values of
the Radin Inten II’s resistance in the process
of class XI IPS’ history learning at SMA
Negeri 1 Kalianda certainly had obstacles.
The constraints were derived from the
students, the teacher and the limited time.
From the teacher’s view point, it was found
that Radin Inten II's resistance material was
not listed in the syllabus and the Lesson Plan
of Indonesian history, but in general there
was only material about the strategy of
Indonesian people against European
colonization (Portuguese, Spanish, Dutch,
English) until the 20th century. This material
contained the information of resistances from
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TA’DIB, Volume 23 Nomor 2, Desember 2020
various regions in Indonesia that fought
against the colonization of Europeans,
especially the Dutch. It included the
resistance by Lampung people against the
Dutch occupation which was led by Radin
Inten II. The history teacher at SMAN 1
Kalianda often did not realize how important
it was to present local historical events which
existed around the school environment
through syllabus planning and lesson plan in
Indonesian history subjects,
The students were one of the main
components in the process of learning local
history, without students learning local
history could not be carried out. The
implementation of nationalism values of
Radin Inten II’s resistance on the process of
learning local history was also influenced by
the students’ participation. Students had
different educational backgrounds, so that
they were also influenced by their families
(Berkowitz, M. W., & Bier, 2005; Wulandari
et al., 2019) and the environment of the
communities around their homes, so that the
values of nationalism in the students were
different between one another. This
difference caused a different response from
each student during the implementation of
the values of nationalism in the process of
learning local history under the subject of
Radin Inten II's resistance to European
colonialism. Another obstacle was that some
students did not pay attention to the teacher
when teacher explained the material.
The last one was the limitation of time.
According to the history teacher, the material
in Indonesian history learning was abundant,
while the available time was insufficient, in
addition to the local history materials that a
teacher wanted to teach at his school. When
the learning process took place, sometimes
there was an announcement from school so
that the learning process would stop for a
moment. Unforeseen things which happened
during the learning process, were not errors
but in reality these things could cause the
learning process to stop and was not in
accordance with the plans that had been
made.
Efforts to Overcome Obstacles in the
Implementation of Radin Inten II’s
Nationalism Resistance Values in the
Learning Process of Local History Class
XI at Kalianda 1 High School
From the teacher view-point, he should
be able to present local historical events
around where he taught. Even though it was
not listed in the syllabus and lesson plan, the
teacher should have initiative to include local
historical events in Lampung on Indonesian
history learning. It could be included in KD
3.2 material on the strategy Indonesian
resistance’s towards European colonization
(Portuguese, Spanish, Dutch, English) until
the 20th century or it could put in KD 3.2 as
an one of local historical event examples in
Lampung in relation to Radin Inten II’s
resistance against European invaders,
especially the Dutch. History learning
teachers’ ability was needed in presenting
past events to take the values of nationalism
contained in the material of resistance Radin
Inten II. The teacher also had to set an
example for the students what nationalism
values that could be taken from the Radin
Inten II resistance event and could be done in
daily life, such as the value of patriotism,
prioritizing the public interest, appreciating
the services of heroes, and being willing to
make sacrifices between fellow living
beings.
Efforts that were also made in dealing
with the obstacles deriving from the students,
according to the history teacher, was by
delivering the values of nationalism
continuously to the students, so that the
students would always remember the
Indonesian’s hero services who had fought
for the state and the nation of Indonesia,
especially the services of Radin Intan II. To
manage students’ lack of attention, the
teachers should be able to apply various
models, strategies or variations of teaching
methods so that there were variations when
delivering teaching material. The results of
the interview with an Indonesian history
teacher indicated this fact: The existence of
variations in learning was meant that teacher
would be able to bring students to remain
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TA’DIB, Volume 23 Nomor 2, Desember 2020
passionate in learning and would always give
a positive response to the receiving material
(Interview on 27 August 2019). The students
who have a positive attitude (active) during
teaching and learning activities basically
have a higher enthusiasm and motivation to
learn compared to those whose attitudes are
negative (passive). Therefore, high learning
motivation in the students would be
followed by their higher learning intensity
ultimately that their learning achievement
would also be higher than before. Thus, the
quality of the process and the results of
historical learning were also influenced by
the students' attitudes while taking part in
ongoing teaching and learning activities.
Concerning the limitation of time, the
efforts made in dealing with the time
constraints according to history teachers was
by extending important historical values
outside school hours of local history lessons.
The school took part in this matter by
establishing rules. In SMAN 1 Kalianda
there were 3S habit namely (smiles,
greetings, salutations) and singing the
national song before learning. These habits
also reflected the value of nationalism, so
that the students would be continuously
getting nationalism values in school.
CONCLUSION Based on the results of the study, it can be
concluded that the implementation of Radin
Inten II’s nationalism resistance values in the
Local History learning process of class XI
students at Kalianda High School 1 Kalianda
has been well implemented. At the planning
stage, the teacher prepares a syllabus and
lesson plan (RPP) by incorporating local
historical material of Radin Inten II's
resistance towards Dutch colonialism in
Indonesian history learning, which is written
in KD 3.2. It analyzes the strategy of
Indonesian resistance towards the European
colonialism (Portuguese, Spanish, Dutch,
England) until the 20th century. At the
implementation stage of learning, the teacher
uses various learning methods such as
participatory methods, questions and
answers, lectures, and discussions so that the
students are able to understand the material
and are more enthusiastic in the learning
process. Radin Inten II's implementation of
the nationalism values of resistance in the
process of learning local history is able to
raise their awareness of national history and
prevent the students from ignorance on
nationalism value on the local history around
them.
The obstacles encountered during Radin
Inten II’s nationalism resistance values
implementation in the process of learning
local history include: the ability of the
teachers in the learning process, the students
who do not pay attention to the material, and
the lack of lesson time allocation. However,
the evaluation stage in history learning needs
to be measured so that students can
understand the value of nationalism which is
very specific and directed to history learning.
The efforts made in overcoming the
problem of inculcating the values of
nationalism in the students are: Firstly, the
history teacher. Approaching the students
when learning so that they always leave
actions that can destroy morals and instill the
values of nationalism contained in local
history lessons, such as stories. the struggle
so that Radin Inten II students always imitate
their characteristics. Secondly, to overcome
the problem of the students who do not pay
attention to the material in the history
learning process, the teacher must be able to
apply various models, strategies, and
methods, so that there are variations when
presenting the material. The existence of
variations in learning will be able to bring
the students to remain passionate about
learning and will always give a positive
response to the material they receive, and
this is done in the face of time constraints
according to the history teacher, which
provides the values of nationalism not only
in the classroom but also outside of local
history lessons. There are 3S habits, namely
smiling, greeting, greeting and singing the
national song before studying. These habits
also reflect the value of nationalism, so that
the students will continue to get the values of
nationalism in school.
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TA’DIB, Volume 23 Nomor 2, Desember 2020
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